Showing posts with label whiteness. Show all posts
Showing posts with label whiteness. Show all posts

Tuesday, April 30, 2019

Sirens and Whiteness

Storm on the Rhine (M.A.Reilly, 2019)
I.

Night has come on and Basel has grown quiet. In the distant, a siren sounds—familiar across all of Europe, and my mind calls forth images from old black and white movies set in WWII. The iconic siren sounding there too.

Dev told me before we arrived that I had to be out in the city at 3 a.m.

“There’s no noise. It’s completely quiet.”

He is right. This city is quiet, save the occasional siren.


II.

Two weeks ago DNA test results were returned, identifying my genetic makeup. I expected to be 100% Irish thinking that because I was born there, I must be Irish. I learned that I am just a smudge more than 50% Irish/Welsh/Scottish. The remainder is:English, Greek, Southern Italian, and Balkan. At the top of the read out, it proclaimed I was 100% European.

Each time I come back to Europe I realize how far away I am from being European, regardless of what DNA results state. Culture is determined by lived experience, not biology.

III.

In the United States where I have lived since I was two, the myth of genetic superiority has once again reared its ugly head with the rise of #MAGA enthusiasts. Before we left to come here, a white man driving a Suburban in Oakland NJ cursed at my son because he was taking too long to exit a parking lot. In the car with him sat his white wife and two white kids. He told Devon to get the f**k out of his country and to go back to China.  Dev is Korean-American, an immigrant like me.  His words hurt my son although Dev says he really has come to expect it of white people. You do not need to be in the south of the USA to experience racism. Dev has known this since he started school.

IV.

Contrary to the rhetoric of white nationalists in the USA and Europe, there is nothing superior about any race. Thinking so leads to genocide and hasn’t history shown this.

Sirens are sounding now and I wonder if white folks are listening and more so will we have the conviction, the courage to stand up and speak out against the racism and privilege that causes so much harm?  Will we honor the obligation to speak directly to our families, friends, neighbors whose sense of privilege is acted upon daily?

Our silence is our complicity.


Monday, January 16, 2017

#SOL17: Talking Race

The Whiteness of America (M.A. Reilly, March 7, 2012)


I.

Last week I sat opposite my nearly 18-year-old son and we talked race at a neighborhood restaurant. Dylann Roof's sentencing was the catalyst of our conversation. My son strongly supported the sentencing decision, while I did not. The jury who found the 22-year-old guilty a month ago, spent three hours that day in deliberation before handing down the decision that Roof should be sentenced to death. Although Roof's hateful crimes are more than reprehensible, I still do not support the death penalty.

I asked Devon what he thought might have allowed so young a white man to go into a church and murder 9 African American people. What prompted such an action?

His environment. What he learned at home. From his community. 
What would we think if someone came into this very restaurant and killed based on race? 
Devon looked at me and said, Well most likely I'd be the only one killed. 
What? 
Look around. Everyone here is white. 
I do look around the restaurant and see he is correct. I hadn't notice. I hadn't had to notice. 
I'm the only one who's not, he adds. If anyone is going to get killed? It's me. 
He must see the alarm that crosses my face and then adds, Look, I know there are good people who are white. Not saying there aren't. But, as a group, white people here in the US? They're the meanest.

I have seen this meanness firsthand. I'd like to think that I would have understood white privilege in the same way as I do now had I not been Devon's mom, but I don't think that's true. The sense of privilege that is inherently provided to and only for white people here in the US is insipid and largely goes unnoticed by many white people. I may have been aware, but I know I would not have known it as heartfelt, as heartsick as I do now. Being Devon's mom has altered how I know, how I name, how I feel.

And as I looked across the table at my beautiful son, I thought, he's right. White people, especially those with unchecked power who hide behind the cloak of their religion, are the meanest.


II.

Neither Dev nor I come from the United States. We are immigrants. He is Korean and I am Irish and after the rhetoric of this last election we know welcome when we hear it and not. We used to kid that only Rob was home-grown as he was born in Brooklyn and now our one link to the States is gone. For me, the United States is home. For my son, it is not.

During this last week Devon has told me he is determined to find a pathway to leave the United States and live elsewhere--Switzerland, Japan--places where he has friends and is privy, in some small way, to how well they live. He will leave the States I suspect. He will leave when he is well educated and I imagine he will find or make a career pathway that allows himself more options than just remaining here. This is how Rob and I raised our son. He is independent in the most important ways.

I try to quell the panic that rises each time I hear him talk about leaving. We have lost so much this year already and more losses seem impossible to hold. But I understand why he wants to go. Why he feels not welcomed here.

My friend, Jane, explains this weight that Devon carries so clearly. She refers to W.E.B. DuBois's notion of double-consciousness. In the first chapter of DuBois's The Souls of Black Folk (1903), he writes:
It is a peculiar sensation, this double-consciousness, this sense of always looking at one’s self through the eyes of others, of measuring one’s soul by the tape of a world that looks on in amused contempt and pity. One ever feels his two-ness,—an American, a Negro; two souls, two thoughts, two unreconciled strivings; two warring ideals in one dark body, whose dogged strength alone keeps it from being torn asunder. (from here)

Here, in New Jersey--30 miles outside of Manhattan, we live in a town that is 92% white. My son has never just been a kid or teenager, here. Rather, he has always had to be Korean (other) and American.  

And frankly, we are all the worse for it.


III.

Tonight, I am thinking that the beliefs we harbor, unchecked, can grow into truths that become foundational. These homemade certitudes allow us to think that we are acting justly when we share our poison. The stupid racial jokes we hear and our silence affirms the racial insensitivity that accompanies the punchline. Our silence affirms the belief that otherness is radically different from us.

Years ago, in a classroom at Columbia University, a fellow doc student threw a hissy fit when she heard that Rob and I were adopting a child. She told the small group assembled that we were in a mixed marriage. She was offended by us and that we were going to be adopting a child--a child from another race--offended her even more. I had little idea what she was speaking about until she explained (unprompted by either of us) that because I was Roman Catholic and Rob was Jewish, we should never have married. Now add to that strange mix, a Korean child, and well she was unable to stop herself from speaking aloud.

Even within the bastions of so liberal a university, these foundational ways of marking difference and antipathy rise. Not far from Columbia my mom grew up. Her father, I am told, would have abhorred my marriage to Rob. A thick-headed Irishmen if ever there was, my mom would say about her father--a man she knew to be racist. I never met my grandfather as he died decades before I was born. Fortunately for me his intolerance, his stupidity did not become truths my mother taught me. She knew a fool when she saw one, even one she loved. When I first met my husband's family and some of their extended friends, I too learned the uncomfortableness of other. My being Catholic was not appreciated. I can remember one Thanksgiving when the differences were so magnified. I learned that night that because I was not Jewish, I would remain situated as other.  My mother-in-law would be quick to tell her son that she would never welcome me as a daughter. And so she didn't. Rob and I went on to live well, to love deeply, and to raise a most wonderful son. There is a loss to this and sometimes these losses bear weight.

I think these beliefs that pit "us against them" represent nothing more than a cowardly way to live. Racists are fundamentally cowards. Frightened souls who find comfort in a crowd of like minds. They insulate their ignorance with a tired dogma and try to sell it as something novel.  It is not novel, just, or clever. Just tired. Just wrong. Just banal.

Friends, we can do so much better.  We can live so much better. We need to be willing.


IV.

As I listened to President Obama's Farewell Address, I was struck by his comment that our racial differences represent a threat to our democracy. President Obama said,
There’s a second threat to our democracy – one as old as our nation itself.  After my election, there was talk of a post-racial America.  Such a vision, however well-intended, was never realistic.  For race remains a potent and often divisive force in our society... All of us have more work to do.  After all, if every economic issue is framed as a struggle between a hard-working white middle class and undeserving minorities, then workers of all shades will be left fighting for scraps while the wealthy withdraw further into their private enclaves.  If we decline to invest in the children of immigrants, just because they don’t look like us, we diminish the prospects of our own children – because those brown kids will represent a larger share of America’s workforce.  
Some days the talk of racial differences, the us-and-them tensions, the "they don't look like me" nonsense leaves me feeling worn and tired and older than the decades say I should feel. The false belief that being white is akin to some god-given greatness is destroying the very republic we profess to love, while harming the psyches and bodies of young people, like my son and perhaps yours as well.

Can we do better?

I think it begins with a self-inventory and a naming aloud of our public commitments to one another. I think it begins by understanding racism not merely as an interpersonal affront, but also as a deep institutional presence.

I want us to be better than our history suggests we are. I want my son and your children too to live in a place where each is not seen first as other. I want whiteness, that festering illness, to be put down. I want us to become other(wise).

Friday, August 19, 2016

#SOL16: Celestial Railroad

from my art journal (August 19, 2016, acrylic paint, marker, pencil, found text, tissue paper, digital remix)




“Those who dream by day are cognizant of many things which escape those who dream only by night.”  
                        -  Edgar Allan Poe 


 I am concentrating. Concentrating hard while trying not to slip as I step foot over foot over thick snaking cables. I am trying to type the word, expressionist, into a handheld device and I keep screwing it up and having to start again.  

"Shit, I can't get this."

Finally, the letters are in the right order and I press, enter. And this is how the dream begins. 

"Here," I say, handing the person on my right the label that reads, expressionist"You need to have a label to pass through this here and get on the train." 

I am walking inside what feels like an ultra modern shopping mall. 

"I think you're a painter, like Hans Hoffmann," I add and though I cannot see him, I know that to my right is Rob who now is wearing a badge around his neck.  It reads, expressionist.  

"Do you think I should have written, painter?" I ask him and I don't wait for a response for I somehow know there will be none coming.

Around us are storefronts with very wide sliding glass doors that are all open. And though there is considerable mechanical noise clanking and humming and far-off bells ringing, no one seems open yet for business. There are no smells and I think we must be a great distance from the restaurants. Behind the open sliding doors are partially drawn curtains that do not flutter. They hang, white on white. 

"We must be early as the shopkeepers don't seem to be here yet," I say to Rob.  

And then I notice another person who also seems to be hiking with us. She is young. Her shoulder length hair is streaked with pink and she is wearing a short white robe and lime green sneakers and I think to myself, "Look, she is like a color wheel."  

We are climbing up some kind of narrow  steep walkway. "I think we have found our way into Hawthorne's allegory,"  I say.

It is then that she seems to answer--reciting the opening of a Hawthorne story. "Not a great while ago, passing through the gate of dreams, I visited that region of the earth in which lies the famous City of Destruction."

"Ah, you've read Hawthorne ,too," I say to her and  it feels like I know her. Like I must know her.

Years earlier when I was just 19, I wrote my senior college paper on Hawthorne and homeopathic medicine. I had spent the semester reading Hawthorne and tracing examples of his character's reliance on homeopathy through key works. "You know Hawthorne's father-in-law was a homeopath," I say aloud. We are heading for a railroad now. "Just up ahead ."

We climb a steeper incline, closer towards what looks like a domed sky. And I trip catching myself before I fall and that's when I realize that interspersed between the cables and rocks are thick clear and blue tubing. 

"Oh no," I say. "Be careful. We are walking on people's oxygen lines and blood lines." 

And I think to myself it is a good thing that none of us are wearing high heals and this causes me to laugh. That's when I notice that what I thought were stores are really rooms with sliding glass doors that are open, like the ones in the intensive care center that Rob stayed in more at the hospital in January and as I realize this the facade of shopping mall begins to fade a bit, fade to white.

We have climbed to the top and there is no where to go and I am nearly pressed to the ceiling standing on a platform and there is no train. Below, a hive of rooms stretch out forever connected by thick tubing that runs in and out of each room. 

"Just like every mall I have ever been to. You think there's going to be an adventure, but there never is," I turn to tell Rob.  He knows how much I dislike malls often complaining that it feels like I cannot breathe. And I want to tell him all of this and more, but Rob is gone.

The young girl is gone too. 

And there is no sky to touch.

The glass dome of the shopping mall fades to white and I start to write.



Saturday, August 8, 2015

Imperialism, Whiteness, The Republican Contenders and Me


Whiteness (M.A. Reilly 2014)

I.

In the foreword to Everyday White People Confront Racial and Social Injustice, Paul Gorksi offers this sobering insight about being White,

"...on subjects like White entitlement and bigotry, I am well groomed. When it comes to deflecting responsibility and exerting White supremacy implicitly or to participating actively and unapologetically in a hyperracist corporate-consumer capitalism even as I pretend to despise it, my family, teachers, caches, and others equipped me with an impressive spectrum of expertise and skills" (ix).

Gorski outlines three shifts in consciousness related to how racism is often situated by Whites. The first shift is from understanding racism as only an interpersonal matter to understanding it as an institutional matter. Racism is bigger than matters related to individuals. I think here of that insipid 1971 Coca-Cola ad from my youth about teaching the whole world to sing (in perfect harmony). Yes, such sentiment felt somewhat good--against the then recent race riots and the continuous shipping of young men to Vietnam, but it largely deflected attention and responsibility from more pervasive manners of racial and economic injustices that remained present, rooted--regardless of relationships and the notion of harmony.

The next shift Gorski references is from understanding racism as an institutional matter to understanding it as a by-product of imperialism.  Recently Rob and I have been recalling the many posters we were required to make in response to elementary school assignments. You may have memories of these too. These were geography assignments that had us gluing cotton balls, coffee beans, and pennies to poster boards to indicate the 'by-products' of other countries--most often those located in the Southern hemisphere.

I can still recall gluing a copper penny within the lines that signified Chile. At the time I was gluing that bit of copper to the map, the copper industry in Chile was undergoing a change in ownership. In 1971 when Coca-Cola was teaching the world to sing in perfect harmony, the newly elected Allende government in Chile was exercising its rights to nationalize copper mining. Up to that time, the mines had been owned and operated exclusively by North American mining companies. President Allende said,
This is maybe the most important act since our independence declaration, because it entitles a modification to the political constitution that accentuates and gives strength to the national feeling of our country…to nationalize and preserve for the state our country’s basic richness (from here).  
Preserving a nation's national richness would not be accepted without response.  And response came in the form of General Augusto Pinochet who assumed power in Chile following a United States-backed coup d'état in 1973 (ironically 9/11) when he overthrew President Allende and ended civilian rule. Pinochet would rule as a dictator for 17 years and his economic policies would be informed by neoliberal economic advisers, dubbed the Chicago Boysbecause they had been educated at the University of Chicago under the influence of Milton Friedman. The Pinochet-dictatorship created favorable policies for foreign trade by privatizing state-controlled industries and social security, restricting labor unions, opening global trade markets, slashing government support of public education and providing government funding for private education companies to put in place for-profit schools. (Does this not seem familiar?) Yet none of that history was part of the "geography" lessons learned. Those early lessons ignored the many ways U.S. covert operatives serve corporate interests. We learned that American political, military and corporate actions that were not hidden were allowable and preferable. These acts against others were considered benign and often situated as being good for others. I'm reminded here of a speech given by Edward Said (1993) in which he explains that sense of American specialness.  He said,
so influential has been the discourse insisting on American specialness, altruism and opportunity, that imperialism in the United States as a word or ideology has turned up only rarely and recently in accounts of the United States culture, politics and history. But the connection between imperial politics and culture in North America, and in particular in the United States, is astonishingly direct (York University, 1993, from here).
Imperialistic power are often the policies of empires and they always require racial, gender, and economic imbalances. Michael Doyle, the historian defines empire as
a relationship, formal or informal, in which one state controls the effective political sovereignty of another political society. It can be achieved by force, by political collaboration, economic, social or cultural dependence. Imperialism is simply the process or policy of establishing or maintaining an empire (as quoted by Edward Said at York University, 1993).
The last shift in consciousness for Gorski is more personal, more of the moment. This is the shift that stays with me the most, connects me most directly to racism.  He writes that it is in understanding racism as a global act of imperialism that is reinforced by White privilege and consumerism. Gorski understands how his daily acts of consumerism make him complicit in the exploitation of disenfranchised communities. Again, I think here of Said who explains that even though the age of direct colonialism is over, the influence of empire remains.  He said,
imperialism lingers where it often has been in a kind of general cultural sphere as well as its specific political, ideological, economic and social practices (York University, 1993). 
Consumerism and White privilege are expressions of political, ideological, economic, and social practices. The way I live via the the entitlements I am afforded and to some degree still covet are actions that reify racism and allow the "economic top" 20 percent of Americans to live lives well beyond the rest of us on the planet.

II.

I was thinking about the difficulty that living White and privileged produces as I viewed the Republican debate this past week. I was wondering whether the public outcry via Ferguson and the many Occupy Wall Street movements might prompt at least one question about economic and racial justice. Did none of those Facebookers want to ask about race? Economic injustices? After hearing the presidential contenders volley Tough on Isis utterances and the many ways they would defund Planned Parenthood for what felt like more than the first hour, I began to doubt if the more pressing matters of privilege and race would be discussed.  Apart from asking Ben Carson, the only Black candidate, in the closing minute of the debate what he would do to heal America's racial divides and a quick response before the cut-to-commercial from Scott Walker about police brutality, this debate was mute about matters of poverty, economic injustice and race.

D.D. Guttenplan in The Nation summarizes the importance of this when he writes,
One of the reasons elections matter is because they hold up a mirror to the kind of country we are—and the kind of country we want to be. On tonight’s evidence America (or at least that portion of America represented by the Ohio GOP’s invited audience) is a country that applauds a bully, fears all foreigners, knows that the system is rigged to favor the rich—and will fight to the death to keep it that way.
One might think to look to the government to help move the country from maintaining at all costs security and wealth for the few to seeking economic and racial justice for the many.  But that does not seem likely. We seem hell-bent on sacrificing our selves or at the very least, our neighbors, in order to keep consuming what we can ill afford.

Why do we do this?  How can we stop this behavior?

III.

Earlier this year I was making a piece of art (see below) and I wasn't necessarily sure as to why I combined the image with the quote from Deleuze and Guattari.  Now my understanding is more certain, better coded.

1950s (M.A. Reilly, 2015)

White privilege as expressed as consumerism abhors being in the middle of things. By necessity,
privilege is a top-down view.  Being in the middle of something requires a very different way of seeing and being. Eliminating the middle is in many ways a way to maintain injustice.

And perhaps this middle space is one I need to remind myself to occupy more frequently.  Being in the middle affords me and you a space where we can be more critical of our lives and the effect those lived lives have on others and ourselves.





Wednesday, August 20, 2014

Curated Bibliography on Whiteness, Silence and Teaching

Whiteness (M.A Reilly, 2012)
Curated Bibliography on Whiteness, Silence and Teaching

Carter, Stephanie Power. (2007). “Reading All that White Crazy Stuff:” Black Young Women Unpacking Whiteness in a High School British Literature Classroom.  Journal of Classroom Interaction, 41 (2),  42 - 54.
Abstract: The article uses sociolinguistic and ethnographic methods and Black feminist theory to explore the classroom interactions of Pam and Natonya, two Black young females, during one event in a required high school British literature classroom. The event is presented as a telling case to explore gendered and racial complexities facing young Black female students in a British literature class, dominated by literature written from a Eurocentric perspective, primarily by White males. The telling case was analyzed to explore how Whiteness functioned within the British literature curriculum and classroom interactions and how the two Black young women were negatively positioned as a result of classroom interactions around the curriculum. The analysis made visible how Pam and Natonya were constantly negotiating whiteness within the British Literature curriculum. Their experiences are important as they afford educators and educational researchers the opportunity to see some of the challenges faced by historically underrepresented students who may have been marginalized by Whiteness within the curriculum.
Castagno, Angelina E. (2008). “I Don’t Want to Hear That!”: Legitimating Whiteness through Silence in Schools. Anthropology & Education, 39 (3), 314-333.
Abstract: In this article, I examine the ways in which silences around race contribute to the maintenance and legitimation of Whiteness. Drawing on ethnographic data from two demographically different schools, I highlight patterns of racially coded language, teacher silence, silencing students’ race talk, and the conflating of culture with race, equality with equity, and difference with deficit. These silences and acts of silencing create and perpetuate an educational culture in which inequities are ignored, the status quo is maintained, and Whiteness is both protected and entrenched
Cochran-Smith, Marilyn. (2003). The Multiple Meanings of Multicultural Teacher Education: A Conceptual Framework. Teacher Education Quarterly, 7-26.

DeBlase, Gina. (2000). Missing Stories, Missing Lives: Urban Girls (Re)Constructing Race and Gender in the Literacy Classroom.  Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
Abstract: This study examined the ways in which eighth grade girls in an urban middle school constructed social identities through their experiences with literary texts. It focused on what sociocultural representations about female identity and gendered expectations emerged in the transactions in the literacy events these girls experienced in English class. It also examined what meanings girls made from these gendered representations and how girls from diverse racial and ethnic backgrounds took up and/or resisted the messages. Finally, the study investigated how the girls' transactions with literacy events in English class linked to their perceptions, insights, and understandings of the larger social order. Data were collected via observations, interviews with students and teachers, and collection of classroom artifacts. The seven study findings focused on ideologies of control, power, and cultural uniformity; new criticism and unexamined standpoints of social identity; constructing literature as removed from the lived social experience of girls' lives; silencing, sameness, and missed opportunities for dialogue; girls' lived experiences influencing their transactions with literature; literacy as a tool for socializing girls into culturally mainstream society; and fractured identities and colliding ideologies. Four implications for pedagogy and teacher education are listed.
García, Eugene; Arias, M. Beatriz, Harris, Nancy J. Murri and Carolina Serna. (2010). Developing Responsive Teachers: A Challenge for a Demographic Reality. Journal of Teacher Education 61(1-2) 132–142.
Abstract: In this article, the authors reflect on the preparation of teachers for English learners (ELs) and articulate the importance of enhancing teacher knowledge through contact and collaboration with diverse ethnolinguistic communities. The authors build on recent research on the preparation of teachers for cultural responsiveness and linguistic diversity and recommend a situated preparation within EL communities that fosters the development of teacher knowledge of the dynamics of language in children’s lives and communities. The authors begin their review by summarizing recent demographic developments for ELs. This section is followed by a brief review of the context of education for ELs. The authors summarize the most recent research on culturally and linguistically responsive teacher preparation and focus on a framework that includes developing teacher knowledge through contact, collaboration, and community.
Hayes, Cleveland, Juárez, Brenda & Veronica Escoffrey-Runnels. (2014). We Were There Too: Learning from Black Male Teachers in Mississippi about Successful Teaching of Black StudentsDemocracy & Education, 22 (1), Article 3.

from Yellow Umbrella
Abstract: Applying culturally relevant and social justice–oriented notions of teaching and learning and a critical race theory (CRT) analysis of teacher preparation in the United States, this study examines the oral life histories of two Black male teachers recognized for their successful teaching of Black students. These histories provide us with a venue for identifying thematic patterns across the two teachers' educational philosophies and pedagogical practices and for analyzing how these teachers' respective personal and professional experiences have influenced their individual and collective approaches to teaching and learning.

Hayes, Cleveland and Brenda Juárez. (2012). There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective.  Democracy & Education, 20 (1), 1-14.
Abstract: In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students. Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than to challenge White supremacy. By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue for imagining and re-creating teacher education in ways that are not grounded in and dedicated to perpetuating White supremacy.
hooks, bell. (1991). Representing Whiteness in the Black ImaginationCultural Studies, 338-346.

Hytten, Kathy and Amee Adkins. (2001). Thinking through a Pedagogy of Whiteness. Educational Theory, 51 (4) 433-450.

Kincheloe, Joe L. (1999). The Struggle to Define and Reinvent Whiteness: A Pedagogical AnalysisCollege Literature 26. 162-194.

Kincheloe, Joe and Shirley Steinberg. (1998) Addressing the Crisis of Whiteness: Reconfiguring White Identity in a Pedagogy of Whiteness. In White Reign: Deploying Whiteness in America. J. Kincheloe, S. Steinberg, N. Rodriguez, and R. Chennault, eds. pp. 3–30. New York: St. Martin’s Griffin.

Ladson-Billings, G. (2006). Yes, but how do we do it? In J. Landsman, & C. W. Lewis (Eds).
White teachers, diverse classrooms (pp. 29-42). Sterling: Stylus.

Leonardo, Zeus. (2002). The Souls of White Folk: critical pedagogy, whiteness studies, and
globalization discourse.  Race Ethnicity and Education, (5) 1, 29-50.
Abstract: At the turn of the 1900s, W. E. B. Du Bois argued that the problem of the color line was the twentieth century’s main challenge. The article argues that critical pedagogy beneŽfits from an intersectional understanding of whiteness studies and globalization discourse. Following Du Bois, it suggests that the problem of the twenty-Žfirst century is the global color line. As capitalism stretches across nations, its partnership with race relations also evolves into a formidable force. Appropriating concepts from globalization, the author deŽfines a global approach to race, and in particular whiteness, in order to argue that the problem of white racial privilege transcends the nation state. Using concepts such as multinationalism, fragmentation, and  flexibility, a critical pedagogy of whiteness promotes an expanded notion of race that includes global anti-racist struggles. Finally, the article concludes by suggesting that educators consider seriously the insights of the neo-abolitionist movement.
McIntosh, Peggy. (1988).  White Privilege: Unpacking the Invisible Backpack.

Rogers, Rebecca & Melissa Mosley. (2006). Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research. Reading Research Quarterly, 41 (4), 462-495.
Abstract: There is a pervasive silence in literacy research around matters of race, especially with both young people and white people. In this article we illustrate that young white children can and do talk about race, racism, and anti-racism within the context of the literacy curriculum. Using a reconstructed framework for analyzing "white talk," one that relies on literature in whiteness studies and critical race theory and draws on critical discourse analytic frameworks, we illustrate what talk around race sounds like for white second-grade students and their teachers. This research makes several contributions to the literature. We provide a detailed method for coding interactional data using critical discourse analysis and a lens from critical race theory and whiteness studies. We also illustrate the instability of racial-identity formation and the implications for teachers and students when race is addressed in primary classrooms. Ultimately, we argue that racial-literacy development, like other literate process in the classroom, must be guided.
Rothman, Joshua. (2014). The Origins of “Privilege”. The New Yorker.

Said, Edward. (1978). “Imaginative Geography and Its Representations: Orientalizing the Oriental.” In Orientalism, 49-72. New York: Vintage.

Villegas, Ana María Villegas and Tamara Lucas. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53 (1), 20-32.
Abstract: To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.
Weilbacher, Gary. (2012). Standardization and Whiteness: One and the Same? Democracy & Education, 20 (2), 1-6.
Abstract: The article “There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective” by Cleveland Hayes and Brenda C. Juarez suggests that the current focus on meeting standards incorporates limited thoughtful discussions related to complex notions of diversity. Our response suggests a strong link between standardization and White dominance and that a focus on standards has helped to make White dominance and the discussion of race, class, gender, and language virtually invisible in teacher preparation.

Saturday, December 11, 2010

Guest Blog: Children of Color and the Poor Left Way Behind in the National Governors Association and State Education Chiefs Common Core State Standards Initiative: “Text Exemplars” for Kindergarten through 5th Grade


Jane M. Gangi
 This week's guest blog is authored by a friend, colleague and coauthor of Deepening Literacy Learning, Jane M. Gangi.  In this post, Jane analyzes the K-5 text exemplars recommended in the Common Core State Standards in order to see the racial representation of the texts. It always disappoints me and angers me that limited representation of African American, Asian, Latino/a, and Native American people in the texts offered as exemplars is so often done. Jane's article, "The Unbearable Whiteness of Literacy Instruction: Realizing the Implications of the Proficient Reader Research"(MC Review, 2008) referenced in this blog post offers an important critique of racial representation in the literacy textbooks for teachers and teacher candidates.






Jane M. Gangi, Ph.D.
December 11, 2010

Despite comprising 40% of the population in the United States (and 70% of the world’s), in the K-5 Text Exemplars in the National Governors Association and State Education Chiefs Common Core State Standards Initiative, children of color are represented in just 21% of the selections. Decades of research have taught us that, to become proficient readers, children must be able to make text-to-self connections; they must be able to activate their prior knowledge. When the books we offer children represent mostly European American and middle-class children, European American middle-class children are hugely advantaged.
I analyzed the 88 books in the categories of K-1 stories, poetry, read-aloud stories, and read-aloud poetry; Grades 2-3 stories, poetry, read-aloud stories, and read-aloud poetry; and Grades 4-5 stories, poetry, read-aloud stories, and read-aloud poetry. Of the authors represented 69 were European American; 10 were African American; 3 were Asian American; 5 were Latino; and 1 was American Indian (see Table 1). Of the 88 books, 6 focused on poor and working class children: 7%, at a time when 21% of America’s children live in poverty—about 13 million children. Yet, in many of the stories and poems they find in school, the world is portrayed as white, middle-to-upper-class, and happy. (The informational texts recommended also looked mostly white.)
This pattern continues patterns documented elsewhere—patterns that, taken as an aggregate—persistently marginalize children of color and the poor. For a summary of the  treatment of children of color and the poor in classroom collections, book fairs and book order forms, awards, book lists, children’s literature and literacy text and professional books (the books that teach teachers how to teach), see Hughes-Hassell, Barkley, & Koehler (2010) at http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume12/hughes_hassell.cfm ,and my article (Gangi, 2008), “The Unbearable Whiteness of Literacy Instruction,” at http://www.mcreview.com/members_login/2008/Spring/whitenessofliteracy_article2.pdf .
The Grade 6 and up “Text Exemplars” seem more multicultural than those for Kindergarten through 5th grade—but there are six long years before grade 6 when children can learn they don’t belong, don’t count, don’t have a voice, and that they are “deficient” or “substandard.” When we wonder why so many children of color and the poor drop out of high school, perhaps we should look at our classrooms for the ways we invite children in—or not. And perhaps we should listen to Stephen Krashen and David Berliner who repeatedly illuminate the international comparisons in which the U. S. takes a trouncing: When American students who live in districts with less than 10% poverty are compared internationally, the United States does just as well as Finland, which has a 3% poverty rate, compared to our 21% poverty rate. The National Governors Association and State Education Chiefs Common Core State Standards Initiative Text Exemplars ensures that the status quo will remain the status quo.
The good news is that there are many wonderful multicultural books and authors. Please visit my website for multiple resources at: http://www.wcsu.edu/sps/fbiojgangi.asp. Or email me at gangij@wcsu.edu.

TABLE 1
K-5 “Text Exemplars” Authors and Poets

European American (EA)
African American
(Af A)
Asian American
(As A)
Latino

(L)
American Indian
(A I)
Total
%
K-1 Stories
8
0
0
0
0
8
100% EA
0% Af A
0% As A
0% L
0% AI
K-1 Poetry
7
4
0
1
0
13*

54% EA
31% Af A
0% As A
8% L
0% A O
K-1 Read-Aloud Stories
7
0
1
2
0
10
70% EA
0% Af A
10% As A
20% L
0% A I
K-1 Read-Aloud Poetry
3
1
0
0
0
5*
60% EA
20% Af A
0% As A
0% L
0% AI
2-3 Stories
13
0
0
0
0
13
100% EA
0% Af A
0% As I
0% L
0% A I
2-3 Poetry
7
2
0
1
0
10
70% EA
20% Af A
0% As A
10% L
0% A I
2-3 Read-Aloud Stories
5
1
1
0
0
7
71% EA
14%% Af A
14% % As A
0% L
0% A I
2-3 Read-Aloud Poetry
5
0
0
0
0
5
100% EA
0% Af A
0% As A
0 % L
0% A I
Grades 4-5 Stories
6
2
1
0
1
10
60% EA
20% Af A
10% As A
10% A I
Grades 4-5 Poetry
8
0
0
1
0
9
89% EA
0% Af A
0% As A
11% L
0% A I
Total
69
10
3
5
1
88
78% EA
11% Af A
3% As A
6% L
1% A I
*1 author was anonymous